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Promoting students’ metacognition and self-regulatory efficacy through metacognitive scaffolding in mobile technology-enhanced interactive classrooms: The moderating role of inner speech

Crossref DOI link: https://doi.org/10.1007/s10639-024-13284-9

Published Online: 2024-12-21

Published Print: 2025-06

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Pan, Yingying https://orcid.org/0000-0003-3634-6030
Kim, Hoisoo

Huang, Yipin

Hwang, Gwo-Jen

Tu, Yun-Fang
Funding

Funding for this research was provided by:

National Educational Science Planning project (ZFD240458)

Zhejiang Research Institute of Education Science (2024SCG188)
License Information

Text and Data Mining valid from 2024-12-21

Version of Record valid from 2024-12-21
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Article History

Received: 29 June 2024

Accepted: 16 December 2024

First Online: 21 December 2024

Declarations

:

: There is no potential conflict of interest in this study.

: The experiment was approved by the Institutional Review Board of Chonnam National University.

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